2017 narrandera east infants school annual report€¦ · introduction the annual report for€2017...

Narrandera East Infants SchoolAnnual Report

2017

4214

Printed on: 11 April, 2018 of 14 Narrandera East Infants School 4214 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Narrandera East Infants School as an account of theschool's operations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Karen Babbs

Principal

School contact details

Narrandera East Infants SchoolElizabeth StNarrandera, 2700www.narrandere-p.schools.nsw.edu.aunarrandere-p.School@det.nsw.edu.au6959 1858

Message from the Principal

2017 has been another successful and rewarding year at Narrandera East. We commenced the year with an enrolmentof 63 students.

Through our Local Schools Local Decisions Initiative, supported by DoE Targeted Funding, Equity Loadings and BaseSchool Allocation and, after consultation with staff and parents, our school has been able to provide the following supportto our students based on individual and local needs.

In 2017, School funding has enabled us to:1. Support individual students with specific support and adjustment for disability.2. Support Aboriginal students and students from low socio–economic backgrounds.3. Participate in wonderful K–2 programs including L3 (Literacy, Language and Learning) TEN (Targeting Early

Numeracy), Reading Recovery and Mini–Lit.4. Employ additional teachers and Student Learning Support Officers providing greater individual support to students.5. Purchase new resources to support student learning in Literacy, Numeracy, Technology and PD/Health.6. Provide Professional Learning opportunities for all staff.

We are also very proud to belong to a local partnership with Narrandera Public and Narrandera High Schools enabling usto take a Kindergarten to Year 12 collaborative approach to improving the learning outcomes for students in ourcommunity.

Narrandera East has a most professional teaching and administrative staff who, through their dedicated and caringapproach and long term vision, have made a real difference to students during 2017 and will continue to do so in theyears to come.

Todays’ students live in a world of continual and rapid change and as educators it is a huge challenge for us to providethe appropriate learning opportunities that match both their current and future needs, particularly as change happens soquickly. If we want to prepare our students for life long learning not only do we need to focus on Literacy and Numeracybut also on communication, collaboration, creativity and critical thinking.

The partnership that exists between home and school is highlighted in an infants school and is very much a feature ofour school. Parental support is crucial to the types of programs we offer and the method of delivery. I sincerely thankstaff and parents for their dedication and commitment throughout 2017, making Narrandera East such an exciting andchallenging learning environment.

I certify that the information in this report is the result of a rigorous school self–evaluation process and is a balanced and


genuine account of the school’s achievements and areas for development.

Karen Babbs

Message from the school community

The end of another busy year is upon us and I would like to thank our small but dedicated team who are the NarranderaEast Infants School P & C Committee for their tireless work and dedication to our beautiful little school. This year hasseen the P & C able to raise just short of $4,000 through events such as the Bi–Annual School Concert, the HalloweenDisco, numerous raffles and two cake stalls. Our thanks also go to all those who support us by attending these events,buying raffle tickets, cooking for and purchasing from the cake stalls. This money goes back into the school and is usedto purchase resources and equipment to benefit our children's education.

I would like to thank the school staff who are always there going above and beyond the call of duty to ensure that ourchildren are not only getting an excellent start to their education but are having lots of fun and enjoyment along the way.

The P & C is looking forward to 2018. It is my hope that more parents will become involved with this important function ofthe school. Belonging to the P & C is a wonderful way to get to know fellow parents and our wonderful staff just that littlebit better. The saying many hands make light work rings very true in organisations such as this, so please think stronglyabout joining us. We are fortunate to have a lovely school in Narrandera East Infants and the P & C provides the vitalbridge between parents and the teachers.

Thank you, I am looking forward to an even better year in 2018.

Vicki Hall

P & C President


School background

School vision statement

At Narrandera East Infants School we provide excellence in early learning in a stimulating, caring environment promotinga culture of continuous evaluation to ensure the best practice of quality educational programs. Our staff inspire studentsto develop a passion for learning and assist students to achieve personal success in all endeavours.

“Excellence in Early Learning through the provision of 21st Century educational opportunities ensuring ourstudents thrive as tomorrow’s leaders, workers and citizens.”

School context

Established in 1961, Narrandera East Infants School (NEIS) is a specialist infants only school offering quality educationalprograms to students from Kindergarten to Year 2, in a supportive learning environment. The school is located in a ruralarea of southern NSW and has a current enrolment of 63 students. Aboriginal students comprise 27% of students, 3% ofstudents are from a language background other than English and 22% of our students are from low socio–economicbackgrounds The school has a proud history of strong engagement with the community, and staff enjoy a positiverelationship with parents and caregivers. Together we share the responsibility of our students to ensure they becomesuccessful independent learners, confident creative individuals and active informed citizens.

During 2017 NEIS received significant equity funding through the enhanced state wide model of school funding.

This enabled us to: • Increase the office/administration time for the teaching principal to support the successful implementation of

teaching/learning and student well–being initiatives. • Employ an additional teacher and teacher aide to support the early literacy and numeracy development of

Kindergarten students, in particular a high percentage of Aboriginal students, in Semester 1. • Operate a Kindergarten Transition Program one day per week in Term 3. • Additional staff release time to plan, program, share best practice initiatives, design units of work and to contribute

to consistency of teacher practice and assessment. • Provide professional learning for staff in two very significant Literacy programs, Mini–Lit and L3 Stage One. • Fund two interactive technology programs, ReadingEggs and Mathletics, to support Literacy and Numeracy for our

students. • Support Bluearth, a leadership and well being program for teachers and students through purchasing the

necessary equipment to run the program independently.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

Learning

In the domain of learning the whole school community demonstrates aspirational expectations of learning progress andachievement for all students, and is committed to the pursuit of excellence.

Effective partnerships in learning with parents and students mean students are motivated to deliver their best andcontinually improve.

Positive, respectful relationships are evident and widespread among students and staff and promote student wellbeing toensure optimum conditions for student learning across the whole school.

Teaching and learning programs are dynamic, showing evidence of revisions based on feedback on teaching practices,


consistent and reliable student assessment and continuous tracking of student progress and achievement.

The school uses systematic and reliable assessment information to evaluate student learning over time and implementschanges in teaching that lead to measurable improvement.

The school has explicit processes to collect, analyse and report specific internal and external student and schoolperformance data, on a regular basis.

Students are aware of – and most are showing – expected growth on internal school progress and achievement data.

Teaching

In the domain of teaching a whole school approach ensures the most effective evidence–based teaching methodsoptimise learning progress for all students,across the full range of abilities. Teachers employ evidence–based effectiveteaching strategies. Effective methods are identified, promoted and modelled, and students’ learning improvement ismonitored, demonstrating growth.

Teachers provide explicit, specific and timely formative feedback related to defined success criteria. Teachers’ feedbacksupports improved student learning.

The school promotes and demonstrates professional learning in data concepts, analysis and use of student assessmentdata and related tools.

Teachers use data effectively to evaluate student understanding of lesson content.

All teachers use professional standards and PDPs to identify and monitor specific areas for development or continualimprovement.

All teachers understand and explicitly teach literacy and numeracy to students at all levels of achievement, in all subjectareas, with success that can be measured by improved student progress and achievement data.

Teachers actively evaluate, share and discuss learning from targeted professional development with other staff in theirschool to improve whole school practice.

Leading

In the domain of leading the school is recognised as excellent and responsive by its community because it uses bestpractice to embed a culture of high expectations, and effectively caters for the range of equity issues in the school.

The leadership team establishes a professional learning community which is focused on continuous improvement ofteaching and learning.

The school systematically and regularly monitors a range of indicators to gauge the impact of its' plan and to informchanges to the implementation that support its ultimate success.

The annual report contains data that measures the impact of the plan in terms of student learning progress.

The leadership team takes a creative approach to use of the physical environment to ensure that it optimises learning,within the constraints of the school design and setting.

Technology that supports learning is available and expertly integrated into lessons by teachers. Administrative staff areexpert users of available technology and systems.

The leadership team measures school community (parent and student) satisfaction and shares its analysis and actions inresponse to the findings with its' community.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students.

For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

Enhancing the quality of student learning

Purpose

To equip students with learning strategies to engage them with all aspects of the curriculum. To improve student social,emotional and physical well–being in order to make them more receptive to learning. To strengthen the citizenshipcapabilities of Narrandera East students along with a greater awareness of social responsibility and working together.

Overall summary of progress

At Narrandera East Infants, staff continue to work hard to ensure all students are actively engaged in personalisedquality learning experiences. Early Stage One and Stage One teachers assess students every five weeks and track theirprogress against the literacy and numeracy continuums, entering data on the Department of Education PLAN site. TheDoE Well Being Framework and its rationale was explored by teaching staff and related to our school context.Involvement and support from our Aboriginal community was a significant feature of NAIDOC Week celebrations and theProud and Deadly Awards. This had a very positive effect on all Aboriginal students and provided recognition of theirachievement and learning.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

100% of students will achievestage appropriate clustermarkers (or better) on the literacyand numeracy continuums inschool–based assessments atthe completion of each year.

• Literacy /Numeracy $5,382 • Aboriginal Background$12,842 • Socio – economic.background $11,000 • Language efficiency $458

Significant professional learning (including L3 StageOne, Pre–Lit, Mini–Lit and PLAN) was implementedin 2017 to build teacher capacity around collectingand using data to inform practice. A continued focuson a collective school wide understanding of theLiteracy and Numeracy continuums resulted inmore accurate placement of students on thecontinuums. High expectations for all learners, withemphasis on Aboriginal students encouragedprogress towards achievement of the PremiersPriorities.

100% increase of studentsshowing positive behaviours inand outside the classroom.

* Aboriginal Background$3,000

* Socio– economicbackground $4,000

As well as being encouraged to becomeresponsible for their own learning great emphasishas been placed on students taking ownership oftheir own behaviour, both in the classroom and inthe playground. Successful students receivedrecognition through the Go For Gold PositiveBehaviour Program. Resources were purchased forthe Blue Earth Leadership and Well Being Programand NEIS staff were trained in 2016 to becomefacilitators in 2017 enabling the school to continuethe program over the next three years.

Next Steps

• Attend Professional Development Sessions on the new Learning Progressions and Plan 2 in Semester One 2018to be able to plot students on the Learning Progressions and use Plan Data as a diagnostic tool to inform futureteaching and learning.

• Increase staff capacity to plan and differentiate instruction in Literacy and Numeracy to cater for all students. • Develop greater student responsibility and self regulation in learning and behaviour through establishing learning

intentions, success criteria and effective feedback. • Further engage our Aboriginal Community in student learning and development through ILP meetings and regular

follow–up.



Fostering quality teaching and leadership

Purpose

To provide staff with relevant training and 21st century pedagogical tools to meet the learning needs of every student inan inclusive classroom environment. To ensure all staff have opportunities to grow professionally as teachers andleaders and are inspirational among colleagues, students and community members.


Throughout 2017 staff have engaged in both mandatory and selective professional development. They have willinglyshared their individual strengths and expertise which has then further enhanced both knowledge and teaching practice.Teachers worked collaboratively to develop personal goals that were strategically aligned to both the school plan andwith their personal learning, self and career direction. They also took on leadership roles in terms of personal expertiseand interest.





100% staff will have identifiedprofessional learning goals thatare aligned to the School Planand to the National TeachingStandards and will actively seekout and participate inProfessional Learning aligned tothese goals.

• ProfessionalLearning $7,543 • Low level adjustment$8,136 (flexible component) • Socio–economicbackground $15,305

All staff effectively completed the PDP cycle. Aculture of collaborative planning, classroomobservations and directed and effectiveprofessional learning centered around theAustralian Standard for Teachers was establishedto enhance best practice and learning outcomes. Asa result all staff achieved their professional learninggoals or will continue on with them in 2018. StageOne teachers completed their final year of L3training. Early Stage One and LAST teachercompleted training in Pre–Lit, Mini–Lit and VisibleLearning. The Principal, SAM and SAO completedLMBR training.

100% of staff will demonstrateand share their acquiredknowledge and expertise.

• School DevelopmentDays. • Staff meetings. • Training and courses.

Distributive leadership among all staff allowed forsignificant opportunities for mentoring, coachingand collaboration.

Next Steps

• All staff will participate in future focussed professional learning in 2018, aligned to new PDP goals and the new2018–2020 School Plan.

• Extend leadership capacity and professional practice to enhance quality teaching according to individual skills andexpertise of all staff.

• Professional development will continue to align with the School Plan, individual PDP's and the AustralianProfessional Standards for Teachers.

• All staff work collaboratively, establishing a supportive culture of observation and effective feedback to promoteconsistent quality teaching where staff take responsibility for ongoing professional learning.



Promoting effective, collaborative partnerships with community

Purpose

To work together as a learning community at Narrandera East, to build the capacity of all students so that they developknowledge, understanding, creativity and expertise in all areas of learning to achieve their personal goals and leadsuccessful lives in the 21st century. To increase the parent and community understanding and involvement in all areas ofschool curriculum, practices and policies.


Narrandera boasts a very strong community partnership incorporating students, staff, parents, support people, and widercommunity members, who all work collaboratively to ensure the continued growth and development of the school. In2017 this partnership was again extended further to include the feeder pre–schools in the town, through our verysuccessful Kindergarten Transition Program held every Thursday in Term 3. We have also formed a community ofschools group with Narrandera Public (NPS) and Narrandera High (NHS) schools. For Term 1 School Development Dayour combined group worked together on completing DoE mandatory training at NHS. Parents at Narrandera East receiveregular feedback on student learning through both informal and formal meetings.





100% of parents support studentlearning at home, identifying therole they play in strengtheningthose home/school links toenhance student learningoutcomes.

• Socio–economicBackground $11,000 • Low level adjustment.

Reinforcing our "Open Door" policy to engageparental involvement in the classrooms. Continuingassembly time at 3pm to encourage more parentsto attend at "pickup" time. Continuing the extendedLibrary borrowing time prior to school bell time onFridays to encourage parental involvement in themornings. Providing opportunities for parents tospeak with teachers formally at ILP meetings, halfyearly and yearly assessment times and informallyat mutually agreed times.

Parents as partners activelycontribute to enhance studentlearning outcomes.

• Aboriginal Background $10,000 • Socio–economicBackground $15,000

Encouraging the Skoolbag app and texting as amore successful way of communicating betweenstaff, office and parents. Providing a series ofafterschool/evening workshops for parents instudent literacy and numeracy. Providing for theuse of the school purchased technology programs,Mathletics and ReadingEggs to be accessed onhome computers. Encouraging parents to come andobserve extra–curricular activities offered by theschool, in a less threatening environment.Encouraging parents to assist in the canteen,classrooms and at the stadium for sport.

Next Steps

• To continue looking for more practical ways to encourage parents to take a greater interest in the managementand administration areas.

• Continue with the K–12 curriculum approach with our community of schools group and plan professional learningactivities together, including all mandatory training at the commencement of each new school year.

• For staff from all three schools to conduct lesson observations on one another as part of the PDP validationprocess, which did not eventuate in 2017.

• To complete the External Validation process as a whole school community to provide assurance that schoolprogress is aligned with the expectations articulated in the School Excellence Framework (SEF).


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $25,872 A School Learning Support Officer (SLSO)was employed in Semester One to assistAboriginal students in their transition toKindergarten. Additional teacher support wasprovided to Kindergarten in Semester One tosupport Aboriginal students in L3sessions.Additional funds were used topurchase Library and History resources for allthree classes and to fund NAIDOC week andlocal Wiradjuri cultural experiences.

English language proficiency $428 SLSO support was provided for a SouthAfrican student to assist with Literacy andNumeracy.

Low level adjustment for disability $38,608

($30,472 LAST Teacher

$8136 Flexible funding)

The majority of funding was used for theemployment of a LAST teacher and theflexible component to employ an SLSO toassist with student well being and literacy andnumeracy development through differentiatedlearning programs.

Socio–economic background $56,305 Funds were used to provide equal access toeducation through the provision of economicsupplementation to students whose familieswere unable to meet committments forexcursions, school uniforms, supplies andprograms including Stadium, IntensiveSwimming and computer programs, ReadingEggs and Mathletics that can be accessedboth at school and at home. It was also usedfor additional professional learning to supportspecific student needs. (L3 Stage One)

Funding Support/Integration Not applicable for 2017

Location Loading $16,552 This funding has been allocated to supportthe completion of the paving and seating forthe outdoor community learning area to beused for STEM activities and Aboriginal art,craft and cultural experiences. The seatingdesign includes elements of the 8 ways ofAboriginal Pedagogy and was designed by alocal Wiradjuri family.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 33 32 34 32

Girls 35 35 35 24

Student attendance profile

School

Year 2014 2015 2016 2017

K 95 94.3 93.1 94.5

1 90.7 91.8 89.1 92.5

2 95 91.2 94.3 91.5

All Years 93.8 92.3 92.2 92.9

State DoE

Year 2014 2015 2016 2017

K 95.2 94.4 94.4 94.4

1 94.7 93.8 93.9 93.8

2 94.9 94 94.1 94

All Years 94.9 94.1 94.1 94.1

Class sizes

Class Total

KINDER 17 24

YR 1 2017 19

YR 2 2017 20

Structure of classes

The school currently operates three regular classes,Kindergarten, Year 1 and Year 2.

Our part–time staff assist with literacy, numeracy andteach technology, science and library.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 0

Head Teacher(s) 0

Classroom Teacher(s) 2.35

Teacher of Reading Recovery 0.21

Learning & Support Teacher(s) 0.3

Teacher Librarian 0.17

Teacher of ESL 0

School Counsellor 0

School Administration & SupportStaff

1.45

Other Positions 0

*Full Time Equivalent

No staff identify as being Aboriginal.

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 67

Postgraduate degree 33

Professional learning and teacher accreditation

The teaching and administration staff at NEISparticipated in a range of professional learningexperiences in 2017, designed to build capacity and toachieve priorities as set out in the School Plan.

This included: • Five school development days, weekly staff

meetings, Regional LAST meetings, Principal andSASS meetings and conferences, collaborativeplanning, curriculum development, consistentteacher judgement, classroom management,mandatory training such as WH&S, ChildProtection, Code of Conduct, CPR, EmergencyCare and Anaphylaxis.

• Additional courses and programs such as, L3Stage One, Leadership, School ExcellenceFramework, School Plan, Operation Art, VisibleLearning, Pre–Lit, Mini–Lit and LMBR.


Financial information (for schoolsusing both OASIS and SAP/SALM)

Financial information

The three financial summary tables cover 13 months(from 1 December 2016 to 31 December 2017).

The financial summary consists of school incomebroken down by funding source and is derived from theschool Annual Financial Statement.

This summary financial information covers funds foroperating costs to 31st December 2017 and does notinvolve expenditure areas such as permanent salaries,building and major maintenance.

Receipts $

Balance brought forward 55,707

Global funds 65,098

Tied funds 67,549

School & community sources 16,156

Interest 706

Trust receipts 752

Canteen 0

Total Receipts 150,260

Payments

Teaching & learning

Key Learning Areas 6,196

Excursions 5,343

Extracurricular dissections 11,734

Library 1,582

Training & Development 0

Tied Funds Payments 61,416

Short Term Relief 2,253

Administration & Office 15,223

Canteen Payments 0

Utilities 19,141

Maintenance 11,744

Trust Payments 752

Capital Programs 19,411

Total Payments 154,794

Balance carried forward 51,173

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottom

line totals, which are calculated without any rounding.

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017.

2017 Actual ($)

Opening Balance 0

Revenue 158,051

Appropriation 153,967

Sale of Goods and Services 0

Grants and Contributions 3,957

Gain and Loss 0

Other Revenue 0

Investment Income 127

Expenses -73,901

Recurrent Expenses -73,901

Employee Related -26,008

Operating Expenses -47,893

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

84,150

Balance Carried Forward 84,150

The Opening balance for the 2017 school financial yearis displayed in the OASIS table as Balance broughtforward. The financial summary table for the yearended 31 December 2017 shows the Opening balanceas $0.00 because the Opening balance for the 2017school financial year is reported in the OASIS table (asBalance brought forward).

The amount displayed in the Appropriation category ofthe financial summary table is drawn from the Balancecarried forward shown in the OASIS table and includesany financial transactions in SAP the school hasundertaken since migration from OASIS to SAP/SALM.For this reason the amount shown for Appropriation willnot equal the OASIS Balance carried forward amount.

Part of our balance carried forward will be used toautomate our front watering system and furtherenhance our outdoor learning area.

Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.


2017 Actual ($)

Base Total 618,166

Base Per Capita 10,545

Base Location 16,552

Other Base 591,069

Equity Total 121,214

Equity Aboriginal 25,872

Equity Socio economic 56,305

Equity Language 428

Equity Disability 38,608

Targeted Total 0

Other Total 26,544

Grand Total 765,925

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

A full copy of the school’s financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

Literacy assessment is ongoing throughout the yearand takes the following form: • Formative Assessment – the process of building a

cumulative profile of student achievement throughdaily interaction and observation of students;

• Summative Assessment – the process of makingjudgements about student achievement at the endof each unit of work, term or semester;

• Standardised Testing – standardised tests areadministered in June and again in November inreading and spelling;

• Running Records – these are administeredregularly throughout the term.

• Kindergarten students are introduced to a widevariety of skills and strategies to assist them inbecoming successful writers and readers. In 2017all Kindergarten students completed the BestStart Assessment. The Language, Learning andLiteracy (L3) program commenced inKindergarten in Term 1, for the fifth consecutiveyear. L3 has now also been incorporated intoStage 1 Literacy and staff completed their secondyear of training in Wagga.

• 90% of the students were at or above theminimum recommended Reading Recovery levelat the end of year assessment.

• 24% of the students were in the upper level. • Six students in Kindergarten received additional

support from the Learning Assistance SupportTeacher (LAST).

• The Best Start data was reviewed at the end ofeach term and new individual reports were senthome to parents.

Reading Recovery, L3 and (LAST) play important rolesin Year 1 Literacy. • 89% of Year 1 students were above the minimum

Reading Recovery level following the Novemberassessment;

• 61% of students were in the upper level; and • Ten students successfully completed their twenty

week Reading Recovery Program.Reading in Year 2 is taught in a systematic and explicitmanner following the L3 Stage One method supportedby Jolly Phonics Grammar. • 88% of Year 2 students were above the minimum

recommended Reading Recovery level; • 75% of students were in the upper level; and • Five students received additional support from the

Learning Assistance Support Teacher (LAST).Current support programs will continue to assiststudents experiencing difficulty in literacy.

These include: • using the Reading Recovery allocation to support

Year 1 Reading Groups; • employing a teachers’ aide, one day a week, to

assist with developing early literacy skills; • utilising LAST support in all classes K–2; • encouraging parental support for Reading

Groups; • accessing funding through both State and Federal

initiatives; and • conducting Professional Learning Programs

including L3 Stage One and Mini–Lit.Assessment in numeracy is ongoing throughout theyear and takes the form of: • a collection of student work samples; • observations of practical lessons; • weekly and topic tests; • formal term and semester assessments; and • Targeting Early Numeracy (TEN) assessment.

In 2011 the students and staff trained in the TargetingEarly Numeracy (TEN) program. A substantial amountof money and time was put into making games andresources for a ten week program to be used on arotational basis each term for all three classes. Theprogram has made a huge difference to numerationresults and an additional ten week program wasdeveloped in 2012 and another in 2013. The results ofthe program have been excellent.

These results mean that in 2018: • TEN will operate in the school again; • Origo Maths resources will support students; • the interactive whiteboard along with the

computer program Mathletics will continue to bean integral part of the Numeracy lesson;

• whole school Mathematics days will be includedin our school program;

• all staff will attend any appropriate professionallearning in–service days in Mathematics;

• we will continue utilising all aspects of theNumeracy curriculum and provide a “hands on”


approach to teaching; and • all students will be provided with opportunities to

think and work mathematically.

Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinions ofparents, students and teachers about the school. Theirresponses are presented below.

In 2017 surveys were sent home to parents in Week 1of Term 4. 86% of parents responded to the survey.

91% of the response group stated that they felt valuedand welcome at the school and that staff were friendlyand approachable.

88% believed that the school provides a happy, safeand nurturing learning environment.

Parent responses are presented below.

Parents: • believed teachers at the school provide a

stimulating, challenging and futurefocused environment for their child;

• indicated that the school has high expectations ofits students and that staff are always caring andsupportive of individual student needs;

• commented on the excellent level ofcommunication with the community through theschool website, newsletter, local paper and theSkoolbag app for mobile phones;

• believed the school’s current aim is to improve thequality of teaching and learning;

• were very impressed with the KindergartenTransition to School and Orientation Programsconducted in Semester 2;

• stated that the school provides clear informationabout student achievement through the schoolreporting process; and

• along with Grandparents and volunteers, feltappreciated by the students and staff.

Policy requirements

Aboriginal education

NEIS is committed to improving the educationaloutcomes and well being of all Aboriginal students andAboriginal perspectives are included in all teaching andlearning programs. All Aboriginal students haveIndividual Learning Plans (ILP's)

27% of the students at the school are of Aboriginaldescent. The school’s programs are designed to

educate students about Aboriginal history and culture,and include Aboriginal perspectives. • All teaching staff have been involved in the

implementation of the Aboriginal EducationPolicy;

• The school and members of the local Aboriginalcommunity worked together to ensure thataspects of Aboriginal culture were incorporatedacross the curriculum in all classes; and

• The school celebrated NAIDOC Week withspecial art, craft, music and storytelling activities.

Multicultural and anti-racism education

In 2017 we were very fortunate to have a South Africanfamily who willingly shared information and storiesabout their language and culture.

All students explored other cultures through units ofwork in Human Society and Its Environment (HSIE) /History which included; • specific lessons to expand the students’

understanding of cultural diversity anddifferences; and

• an overview of Australia and its closestneighbours.

The school also has a trained Anti–Racism ContactOfficer. (ARCO)

NEIS has continued to maintain a strong focus onmulticultural educational perspectives throughout allcurriculum areas.

Other school programs

Transition and Orientation

Major features of Term 4 at the school each year areboth the Kindergarten Orientation Program and theYear 2 to 3 Transition Program with Narrandera PublicSchool.

In 2017 the school was again fortunate to be able tooffer a Kindergarten Transition Program in Term 3 inaddition to the Orientation Program in Term 4.

This was made possible through the ResourceAllocation Model (RAM) funding which enabled theKindergarten teacher to be released every Thursday torun the Transition Program and visit the threePre–schools in the community. A casual teacher wasthen employed for the Kindergarten class.

The new students participated in a variety of music,craft and language activities and were provided with theopportunity to experience school programs and facilitiesincluding the canteen, library, play equipment andcomputers.

It was also possible to complete assessment in bothLiteracy and Numeracy allowing for the establishmentof individual learning plans for the following year. As a


result the 2017 intake of Kindergarten students wereextremely well prepared for their first year of school.The positive feedback from parents and carers, for theTransition Program, was again excellent.

The Year 2 to 3 Transition Program consisted of fourfull days at Narrandera Public School in Term 4. Thesefour visits were complimented with a very successfulparent information evening, also at Narrandera Public.Great emphasis is placed on providing qualityTransition Programs as each school year involves bothKindergarten and Year 2 transition.

This has resulted in closer relationships withNarrandera Pre–school, Narrandera Public School, theNarrandera Crèche and the Bright Horizons ChildcareCentre.

Celebrations and Excursions

All students K–2 were involved in numerouscelebrations and excursions both within and outside theschool environment. These extra–curricularopportunities provided significant support to studentlearning and development.

Such events included: • local excursions to the Town Library, Tourist

Information Centre, Narrandera Bakery, ParksideCottage Museum, Narrandera Park, localbusiness houses and Aged Care Centres;

• NRMA Bus Safety and Responsible PetOwnership;

• representation and participation at ANZAC andRemembrance Day Services;

• a Mother’s Day Morning Tea and gift stall in Term2;

• performing at the Leeton Eisteddfod; • a Father’s Day Breakfast in Term 3; • a water–play charity fun day; • celebration of NAIDOC Day with Wiradjuri

families; • a whole School Concert; • Book Week and Education Week celebrations; • visits from Fire Wise and the Life Education Van; • participation in School Gymnastics, Operation Art

and Bluearth programs; • visiting performances "You Can Do It" and "Street

Sense"; • pyjama, movie and bike day; • performing at the Christmas Pageant, Monster

Street Party and Carols by Candlelight; • a Year 2 excursion to the Junee Chocolate

Factory in Term 4; and • an excursion to the Leeton Roxy Theatre and the

Yanco trains.


2017 narrandera east infants school annual report€¦ · introduction the annual report for€2017...

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